The Education of Second Language Learners PowerPoint PPT Presentation

Objectives. By the end of this module, participants will be able to:Describe trends in the education of second language learnersIdentify second language education program models.. To Think About. With a partner, brainstorm a list of what you know about educational programs for second language learners.Share one item with the group..

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The Education of Second Language Learners

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1. The Education of Second Language Learners
Developed by:
Laurie R. Weaver
Judith A. Marquez
University of Houston-Clear Lake

2. Objectives By the end of this module, participants will be able to:
Describe trends in the education of second language learners
Identify second language education program models.

3. To Think About With a partner, brainstorm a list of what you know about educational programs for second language learners.
Share one item with the group.

4. To Think About When was the first bilingual program offered in the United States?
Go to the following link and print out the article on the History of Bilingual Education:
http://brj.asu.edu/content/vol27_no1/abstracts.html (click on Bilingual Education in the United States by Carlos Ovando, full text in PDF)

5. Bilingual Education Many people believe that education using the studentsí first language (L1) is a recent movement
However, in the US there have been bilingual education programs as well as education offered in a language other than English since colonial times

6. To Think About Why would there have been education in a language other than English in the colonial period?

7. Permissive Period 1700s-1880s Immigrants established communities and schools in their first language (L1)
Some bilingual schools existed

8. Permissive Period American Indians spoke many different languages
Culture of the American Indians differed from group to group
American Indians did not have a formal institution of education

9. To Think About Why do you think some bilingual schools were established during this time period?

10. Permissive Period 1700s-1880s Bilingual schools set up by missionaries for American Indians
Also instruction in Spanish was common in Southwest (settled by Spain)

11. Permissive Period 1700s-1880s Some attempts at linguistic assimilation
Linguistic assimilation means to eradicate the use of the L1 while promoting the use of the L2
Society for the Propagation of Christian Knowledge
Supposedly designed for religious instruction but its real purpose was to teach English to German-speaking children

12. Permissive Period 1700s-1880s Use of colonial languages (i.e., French, Dutch, Portuguese) decreased
Journey to New World was dangerous
Conditions in Europe had improved
Thus, there were fewer immigrants
This meant that there were fewer speakers of colonial languages other than English
This led to English being a common language among early settlers

13. Restrictive Period 1880s-1960s During this time period, there was a rise in English-only schools
1882 Act to Regulate Immigration
Prohibited entry to "any person unable to take care of himself or herself without becoming a public charge".
Rise in Nativism
Political and social movement that concentrated on restricting immigration and promoting the idea that the US was a country for white, native-born Protestants
Naturalization Act of 1906
Made knowledge of English a requirement for naturalization

14. Restrictive Period 1880s-1960s Boarding schools for American Indians
American Indians were forbidden to speak their L1

15. Restrictive Period 1880s-1960s WWI
Anti-German feelings
Led to the restriction on using and teaching German
By 1923, 34 states had English-only instruction rules

16. Restrictive Period 1880s-1960s Cultural deficiency theory (disadvantaged, damaged)
Promoted in the 1960s
Some people today still believe in this theory
The theory states that children from minority backgrounds donít do well in school because of deficits in their culture

17. Restrictive Period 1880s-1960s According to this theory, for example, the underachievement of Latino students is explained by the cultureís supposed lack of valuing of education
The fact that some Latino students might not be doing well because they do not understand the language of instruction is not taken into account by this theory

18. Opportunist Period 1960s-1980s Launching of Sputnik
Russian rocket
Caused fears in US that the US educational system was inferior to that of the Russians
National Defense Education Act (1958)
Provided funding for math, science and foreign language education
Coral Way Elementary School (1963)
Established in Miami for the children of Cuban refugees
Successful bilingual school

19. Opportunist Period 1960s-1980s Other acts that led to bilingual education
Civil Rights Act (1964)
Immigration Act (1965)
Bilingual Education Act-Title VII of the Elementary and Secondary Education Act (1968)
Provided funding for materials and for training of bilingual teachers

20. Opportunist Period 1960s-1980s Supreme Court Case Lau v. Nichols (1974)
Found that there is no equality of opportunity provided when instruction is provided in a language which the students do not understand
Castaneda v. Pickard (1981)
Castaneda test
A bilingual education program must have:
Sound educational theory
Adequate resources and personnel
Sound practices and results

21. Dismissive Period 1980s to Present Shift in Title VII funds to English-only programs
Proposition 187 (Save our State) (1994)
Proposition in California that denied social services, including education, to children of undocumented families (illegal aliens)
This has since been found to be unconstitutional

23. Dismissive Period 19802 to Present Unz Initiative in Colorado/Amendment 31 (2002)
Restricted bilingual education
Was not passed
No Child Left Behind Act (2002)
Established English language development assessment criteria for English language learners

24. Program Models To think about:
If you and your family were to move to a non-English-speaking country, what type of educational experience would you look for for your child? Why? Discuss this with a partner.

27. Program Models: Bilingual Education Transitional bilingual education (early exit)
Goal is to move students into all English classrooms as quickly as possible
Studentsí L1 only used as a means of moving students to English
Most common bilingual program in US

28. Program Models: Bilingual Education Maintenance bilingual education (late exit, developmental)
Goal is to develop both L1 and L2 to grade level
There is no hurry to move students to all English classroom
Not a common program in the US

29. Program Models: Bilingual Education Two way immersion (dual language)
Goal is for speakers from at least two different language backgrounds to develop bilingualism and biliteracy to grade level
Example: English and Spanish speakers in the same class, taught in two languages through 5th grade
Currently, a rapidly growing program

30. Program Models: ESL Pull out ESL
ESL teacher pulls student out of the classroom and focuses on teaching student English
Push in (inclusion) ESL
ESL teacher provides support to the English language learner in the general education classroom

31. Program Models: ESL ESL as a subject
Common in junior and senior high schools
English language learners take an ESL class instead of a reading/language arts class
The teacher focuses on language development

32. Program Models: ESL Sheltered ESL
A math, science or social studies class taught by a content specialist who is also ESL certified.
The teacher uses ESL strategies to teach content to the English language learners (ELL).
Resource ESL
ELL leaves classroom to seek help from ESL teacher.

33. Program Models: ESL ESL self contained
Generally an elementary program
All students in the class are ELLs
Teacher uses ESL strategies to teach all subjects
ESL certified general education teacher
General education teacher is ESL certified and has ELLs placed in his/her class
Currently this is a rapidly growing approach in US public schools

34. Program Models: ESL Newcomer/immigrant program
Generally for junior and senior high students
A semester to one year of intensive English instruction is provided so that ELLs can enter the all English classroom with some knowledge of English

35. Program Models: L1 Instruction Heritage language (Spanish for Spanish speakers)
Class designed for students who speak Spanish as their L1 but have not been schooled in Spanish
Class focuses on building academic vocabulary, reading and writing skills

36. To Think About Think about the type of program you would like your own child to be in if you moved to another country. Can you identify what type of program it is? Why would you select that type of program?